Integrating nanotechnology into school education: a review of the literature

Abstract

Background : In this era of rapid technical advancement, there are growing debates around the idea of nanotechnology, which are both timely and controversial. Nanotechnology materials are being utilized in our daily lives in many ways, often without consumer knowledge. Due to the explosion of nanotechnology applications, there is a necessity to update school science curricula by integrating nanotechnology-related concepts that are both relevant and meaningful to students. The integration of nanotechnology in school science curricula comes in response to nanoscientific development and our mission as educators to instill and arouse students’ curiosity in learning about both what is and what will be more dominantly occupying the marketplace. Purpose : The purpose of this review was to set a baseline for the current work being conducted in moving nanotechnology-based activities into the school science setting. Design and methods: The review was implemented by searching LexisNexis Academic, EBSCOhost, Academic Search Complete, Education Search Complete as well as Google Scholar using search terms of nanotechnology, nanotechnology in schools, nanotechnology activities, history of nanotechnology, implications of nanotechnology, issues of nanotechnology and related combinations with nanotechnology as a consistent keyword. Returned articles were categorized by thematic content with primary and seminal work being given priority for inclusion. Conclusions : Current literature in the area of nanotechnology integration into school science curricula presented seven key categories of discussion: the origins of nanotechnology, challenges for educational implementation, currently available school activities, current consumer product applications, ethical issues, recommendations for educational policy, and implications of nanotechnology. There is limited availability of school-based activities. There are strong proponents for including nanotechnology in school science curricula. However, barriers to that inclusion are both real and perceived and are consistent with barriers reported for including other new science topics in the curricula, such as time, curricular and cognitive overload, and inclusion on assessment.